An Inquiry into Turkish Academicians’ Willingness to Communicate in English
Abstract
Willingness to communicate concept has caught the interest of many studies in the field of second language acquisition. Although studies which examine relationship between WTC and foreign language proficiency can be found in the literature, all of them were conducted with the participation of university students; therefore, this study aims to examine the WTC levels of the academicians working at Faculties of Education in Turkey, and the relationship between their willingness to communicate and proficiency as determined by YDS (Foreign Languages Examination). Another aim of this study is to obtain the views of the academicians towards their willingness to communicate in English and explore the factors affecting it. A total number of 450 (53.1% female and 46.9% male) academicians working at the faculties of education different parts of Turkey participated in the questionnaire which was administered online and from these participants eight (three female and five male) of them participated in the interviews. In the light of the study, personal and situational factors affecting the academicians’ willingness to communicate are presented.
References
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Altıner, C. (2018). Turkish EFL learners' willingness to communicate in English. International Journal of Contemporary Educational Research, 5(1), 40-49. Retrieved from http://ijcer.net/issue/38043/432649
Asmalı, M., Bilki, U., & Duban, C. A. (2015). A comparison of the Turkish and Romanian students’ willingness to communicate and its affecting factors in English. Journal of Language and Linguistic Studies, 11(1), 59-74. Retrieved from http://www.jlls.org/index.php/jlls/article/view/301
Baran-Şucarz, M. (2014). The link between pronunciation anxiety and willingness to communicate in the foreign-language classroom: the polish EFL context. The Canadian Modern Language Review, 70(4), 445-473. https://doi.org/ doi:10.3138/cmlr.2666
Bergil, A. S. (2016). The influence of willingness to communicate on overall speaking skills among EFL learners. Procedia-Social and Behavioral Sciences, 232, 177-187. https://doi.org/10.1016/j.sbspro.2016.10.043
Biria, R., & Jouybar, B. (2016). The relationship among willingness to communicate, language proficiency, and oral fluency of Iranian EFL learners. Journal of Global Research in Education and Social Science, 8(1), 51-56. Retrieved from http://www.ikpress.org/abstract/5574
Brown, H. D. (2007). Principles of language learning and teaching. NY: Pearson.
Burgoon, J. K. (1976). The unwillingness-to-communicate scale: Development and validation. Communication Monographs, 43(1), 60-69. Retrieved from https://www.researchgate.net/publication/248924783_the_unwillingness-to-communicate_scale_development_and_validation
Büyüköztürk, Şž., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Şž., & Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Akademi.
Cao, Y. (2011). Investigating situational willingness to communicate within second language classrooms from an ecological perspective. System, 39(4), 468-479. https://doi.org/10.1016/j.system.2011.10.016
Cao, Y., & Philp, J. (2006). Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction. System, 34(4), 480-493. https://doi.org/10.1016/j.system.2006.05.002
Çetinkaya, Y. (2005). Turkish college students’ willingness to communicate in English as a foreign language. (Published Doctoral Dissertation). Graduate School of The Ohio State University, Ohio. Retrieved from https://etd.ohiolink.edu/!etd.send_file?accession=osu1133287531&disposition=inline
Creswell, J. W. (2014). Research design: qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks: Sage.
Crystal, D. (2012). English as a global language. New York: Cambridge University Press.
Dewaele, J. M. (2012). Personality: Personality traits as independent and dependent variables. In Mercer, S., Ryan, S., & Williams, W. (Eds.) Psychology for Language Learning (p. 42-57). London: Palgrave Macmillan.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New Jersey: Taylor & Francis.
Fraenkel, J. R., Wallen, N.E. & Hyun, H. H. (2011). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
Green, S. B., Salkind, N. J., & Akey, T. M. (2000). Using SPSS for Windows: Analyzing and Understanding Data (2nd ed.). Upper Saddle River: Prentice-Hall.
Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20(2), 29-70. Retrieved from http://www.hawaii.edu/sls/wp-content/uploads/2014/09/Hashimoto.pdf
Hişmanoğlu, M., & Özüdoğru, F. (2017). An investigation of university students’ willingness to communicate in English in relation to some learner variables. Karabük Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(2), 449-461. Retrieved from http://dergipark.gov.tr/joiss/issue/32387/360210
Howatt, A. P. R., & Smith, R. (2014). The history of teaching English as a foreign language, from a British and European perspective. Language and History, 57(1). 75-95. Retrieved from http://www.tandfonline.com/doi/abs/10.1179/1759753614Z.00000000028
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X05282260
Kang, S. J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33(2), 277-292. https://doi.org/10.1016/j.system.2004.10.004
Karakütük, K., Tunç, B., Özdem, G., & Bülbül, T. (2008). Eğitim fakültelerinin öğretim elemanı profili [The profile of Academicians at Faculties of Education]. Ankara: Ankara Üniversitesi Basımevi, Retrieved from http://kitaplar.ankara.edu.tr/dosyalar/pdf/022.pdf
Kılıçkaya, F. (2010). ÜDS (Üniversitelerarası kurul yabancı dil sınavı): Nasıl olmalı? In Cumhuriyetimizin 100. Yılına Doğru Üniversite Vizyonumuz (Tebliğler Kitabı) (p. 257-264), Ankara. Retrieved from https://www.turkegitimsen.org.tr/lib_basili/176.pdf
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610. https://doi.org/10.1177%2F001316447003000308
MacIntyre, P. & Gregersen, T. (2012). Affect: The role of language anxiety and other emotions in language learning. In Mercer, S., Ryan, S., & Williams, W. (Eds.) Psychology for Language Learning (p. 103-118). London: Palgrave Macmillan.
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
MacIntyre, P. D., Dörnyei, Z., Clément, R., &Noels, K. A. (1998). Conceptualizing willingness to communicate in L2: a situational model of l2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562. Retrieved from http://sites.psych.ualberta.ca/IClab/wordpress/wp-content/uploads/2016/08/Cl--mentMacIntyreDoernyeiNoels1998.pdf
McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16–25. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/01463379209369817
McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communicate. In J. C. McCroskey, & J. A. Daly (Eds.), Personality and interpersonal communication (pp. 129-156). Newbury Park, CA: SAGE Publications.
McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: Differing cultural perspectives. Southern Journal of Communication, 56(1), 72-77. https://doi.org/10.1080/10417949009372817
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks: SAGE.
Molberg, H. K. K. (2010). The consequence of motivation and linguistic self-confidence in relation to pupils’ oral interaction (Published Master's Thesis). Universitetet i Tromsø. Retrieved from https://munin.uit.no/handle/10037/2951
Oliver-Hoyo, M., & Allen, D. (2006). The use of triangulation methods in qualitative educational research. Journal of College Science Teaching, 35(4), 42-47. Retrieved from https://eric.ed.gov/?id=EJ752577
Orhon, Y. (2017). The role of motivation, attitude and ideal L2 self in predicting willingness to communicate in English in Turkish EFL context. Karaelmas Journal of Educational Sciences 5, 360-374. https://doi.org/10.13140/RG.2.1.4620.6801
Öz, H. (2014). Big five personality traits and willingness to communicate among foreign language learners in Turkey. Social Behavior and Personality, 42(9), 1473-1482. https://doi.org/10.2224/sbp.2014.42.9.1473
Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269-275. https://doi.org/10.1016/j.lindif.2014.12.009
Riasati, M. J. (2012). EFL learners’ perception of factors influencing willingness to speak English in language classrooms: A qualitative study. World Applied Sciences Journal, 17(10), 1287-1297. https://doi.org/10.1080/2331186X.2018.1455332
Rostami, G., Kashanian, V., & Gholami, H. (2016). The relationship between language proficiency and willingness to communicate in English in an Iranian EFL context. Journal of Applied Linguistics and Language Research, 3(2), 166-176. Retrieved from http://www.jallr.com/index.php/JALLR/article/view/283/pdf283
Şžener, S. (2014). Turkish ELT students' willingness to communicate in English. ELT Research Journal, 3(2), 91-109. Retrieved from http://dergipark.gov.tr/download/article-file/63640
Stein, M. B., Walker, J. R., & Forde, D. R. (1996). Public-speaking fears in a community sample: Prevalence, impact on functioning, and diagnostic classification. Archives of General Psychiatry, 53(2), 169-174.
Tercan, G., & Dikilitaş, K. (2015). EFL students’ speaking anxiety: A case from tertiary level students. ELT Research Journal, 4(1), 16-27. Retrieved from http://dergipark.gov.tr/eltrj/issue/5485/74474
Toksöz, İ., & Kılıçkaya, F. (2017). Review of journal articles on washback in language testing in Turkey (2010-2017). Lublin Studies in Modern Languages & Literature, 41(2), 184-204. https://doi.org/10.17951/lsmll.2017.41.2.184
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66. https://doi.org/10.1111/1540-4781.00136
Yavuzer, H., & Göver, İ. H. (2012). Akademik personelin yabancı dil durumu ve yabancı dil sınavlarına bakışı: Nevşehir örneği [The foreign language level of academic staff and their attitutes toward foreign language exams: Nevşehı̇r University case]. Nevsehir University Journal of Social Sciences, 1(2), 136-158. Retrieved from http://dergipark.gov.tr/nevsosbilen/issue/19733/211109
Yu, M. (2009). Willingness to communicate of foreign language learners in a Chinese setting. (Published Doctoral Dissertation). Florida State University, Tallahassee, Florida.
Zhang, J., Beckmann, N., & Beckmann, J. F. (2018). To talk or not to talk: A review of situational antecedents of willingness to communicate in the second language classroom. System, 72, 226-239. https://doi.org/10.1016/j.system.2018.01.003
Altıner, C. (2018). Turkish EFL learners' willingness to communicate in English. International Journal of Contemporary Educational Research, 5(1), 40-49. Retrieved from http://ijcer.net/issue/38043/432649
Asmalı, M., Bilki, U., & Duban, C. A. (2015). A comparison of the Turkish and Romanian students’ willingness to communicate and its affecting factors in English. Journal of Language and Linguistic Studies, 11(1), 59-74. Retrieved from http://www.jlls.org/index.php/jlls/article/view/301
Baran-Şucarz, M. (2014). The link between pronunciation anxiety and willingness to communicate in the foreign-language classroom: the polish EFL context. The Canadian Modern Language Review, 70(4), 445-473. https://doi.org/ doi:10.3138/cmlr.2666
Bergil, A. S. (2016). The influence of willingness to communicate on overall speaking skills among EFL learners. Procedia-Social and Behavioral Sciences, 232, 177-187. https://doi.org/10.1016/j.sbspro.2016.10.043
Biria, R., & Jouybar, B. (2016). The relationship among willingness to communicate, language proficiency, and oral fluency of Iranian EFL learners. Journal of Global Research in Education and Social Science, 8(1), 51-56. Retrieved from http://www.ikpress.org/abstract/5574
Brown, H. D. (2007). Principles of language learning and teaching. NY: Pearson.
Burgoon, J. K. (1976). The unwillingness-to-communicate scale: Development and validation. Communication Monographs, 43(1), 60-69. Retrieved from https://www.researchgate.net/publication/248924783_the_unwillingness-to-communicate_scale_development_and_validation
Büyüköztürk, Şž., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Şž., & Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Akademi.
Cao, Y. (2011). Investigating situational willingness to communicate within second language classrooms from an ecological perspective. System, 39(4), 468-479. https://doi.org/10.1016/j.system.2011.10.016
Cao, Y., & Philp, J. (2006). Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction. System, 34(4), 480-493. https://doi.org/10.1016/j.system.2006.05.002
Çetinkaya, Y. (2005). Turkish college students’ willingness to communicate in English as a foreign language. (Published Doctoral Dissertation). Graduate School of The Ohio State University, Ohio. Retrieved from https://etd.ohiolink.edu/!etd.send_file?accession=osu1133287531&disposition=inline
Creswell, J. W. (2014). Research design: qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks: Sage.
Crystal, D. (2012). English as a global language. New York: Cambridge University Press.
Dewaele, J. M. (2012). Personality: Personality traits as independent and dependent variables. In Mercer, S., Ryan, S., & Williams, W. (Eds.) Psychology for Language Learning (p. 42-57). London: Palgrave Macmillan.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New Jersey: Taylor & Francis.
Fraenkel, J. R., Wallen, N.E. & Hyun, H. H. (2011). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
Green, S. B., Salkind, N. J., & Akey, T. M. (2000). Using SPSS for Windows: Analyzing and Understanding Data (2nd ed.). Upper Saddle River: Prentice-Hall.
Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20(2), 29-70. Retrieved from http://www.hawaii.edu/sls/wp-content/uploads/2014/09/Hashimoto.pdf
Hişmanoğlu, M., & Özüdoğru, F. (2017). An investigation of university students’ willingness to communicate in English in relation to some learner variables. Karabük Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(2), 449-461. Retrieved from http://dergipark.gov.tr/joiss/issue/32387/360210
Howatt, A. P. R., & Smith, R. (2014). The history of teaching English as a foreign language, from a British and European perspective. Language and History, 57(1). 75-95. Retrieved from http://www.tandfonline.com/doi/abs/10.1179/1759753614Z.00000000028
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X05282260
Kang, S. J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33(2), 277-292. https://doi.org/10.1016/j.system.2004.10.004
Karakütük, K., Tunç, B., Özdem, G., & Bülbül, T. (2008). Eğitim fakültelerinin öğretim elemanı profili [The profile of Academicians at Faculties of Education]. Ankara: Ankara Üniversitesi Basımevi, Retrieved from http://kitaplar.ankara.edu.tr/dosyalar/pdf/022.pdf
Kılıçkaya, F. (2010). ÜDS (Üniversitelerarası kurul yabancı dil sınavı): Nasıl olmalı? In Cumhuriyetimizin 100. Yılına Doğru Üniversite Vizyonumuz (Tebliğler Kitabı) (p. 257-264), Ankara. Retrieved from https://www.turkegitimsen.org.tr/lib_basili/176.pdf
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610. https://doi.org/10.1177%2F001316447003000308
MacIntyre, P. & Gregersen, T. (2012). Affect: The role of language anxiety and other emotions in language learning. In Mercer, S., Ryan, S., & Williams, W. (Eds.) Psychology for Language Learning (p. 103-118). London: Palgrave Macmillan.
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
MacIntyre, P. D., Dörnyei, Z., Clément, R., &Noels, K. A. (1998). Conceptualizing willingness to communicate in L2: a situational model of l2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562. Retrieved from http://sites.psych.ualberta.ca/IClab/wordpress/wp-content/uploads/2016/08/Cl--mentMacIntyreDoernyeiNoels1998.pdf
McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16–25. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/01463379209369817
McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communicate. In J. C. McCroskey, & J. A. Daly (Eds.), Personality and interpersonal communication (pp. 129-156). Newbury Park, CA: SAGE Publications.
McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: Differing cultural perspectives. Southern Journal of Communication, 56(1), 72-77. https://doi.org/10.1080/10417949009372817
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks: SAGE.
Molberg, H. K. K. (2010). The consequence of motivation and linguistic self-confidence in relation to pupils’ oral interaction (Published Master's Thesis). Universitetet i Tromsø. Retrieved from https://munin.uit.no/handle/10037/2951
Oliver-Hoyo, M., & Allen, D. (2006). The use of triangulation methods in qualitative educational research. Journal of College Science Teaching, 35(4), 42-47. Retrieved from https://eric.ed.gov/?id=EJ752577
Orhon, Y. (2017). The role of motivation, attitude and ideal L2 self in predicting willingness to communicate in English in Turkish EFL context. Karaelmas Journal of Educational Sciences 5, 360-374. https://doi.org/10.13140/RG.2.1.4620.6801
Öz, H. (2014). Big five personality traits and willingness to communicate among foreign language learners in Turkey. Social Behavior and Personality, 42(9), 1473-1482. https://doi.org/10.2224/sbp.2014.42.9.1473
Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269-275. https://doi.org/10.1016/j.lindif.2014.12.009
Riasati, M. J. (2012). EFL learners’ perception of factors influencing willingness to speak English in language classrooms: A qualitative study. World Applied Sciences Journal, 17(10), 1287-1297. https://doi.org/10.1080/2331186X.2018.1455332
Rostami, G., Kashanian, V., & Gholami, H. (2016). The relationship between language proficiency and willingness to communicate in English in an Iranian EFL context. Journal of Applied Linguistics and Language Research, 3(2), 166-176. Retrieved from http://www.jallr.com/index.php/JALLR/article/view/283/pdf283
Şžener, S. (2014). Turkish ELT students' willingness to communicate in English. ELT Research Journal, 3(2), 91-109. Retrieved from http://dergipark.gov.tr/download/article-file/63640
Stein, M. B., Walker, J. R., & Forde, D. R. (1996). Public-speaking fears in a community sample: Prevalence, impact on functioning, and diagnostic classification. Archives of General Psychiatry, 53(2), 169-174.
Tercan, G., & Dikilitaş, K. (2015). EFL students’ speaking anxiety: A case from tertiary level students. ELT Research Journal, 4(1), 16-27. Retrieved from http://dergipark.gov.tr/eltrj/issue/5485/74474
Toksöz, İ., & Kılıçkaya, F. (2017). Review of journal articles on washback in language testing in Turkey (2010-2017). Lublin Studies in Modern Languages & Literature, 41(2), 184-204. https://doi.org/10.17951/lsmll.2017.41.2.184
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66. https://doi.org/10.1111/1540-4781.00136
Yavuzer, H., & Göver, İ. H. (2012). Akademik personelin yabancı dil durumu ve yabancı dil sınavlarına bakışı: Nevşehir örneği [The foreign language level of academic staff and their attitutes toward foreign language exams: Nevşehı̇r University case]. Nevsehir University Journal of Social Sciences, 1(2), 136-158. Retrieved from http://dergipark.gov.tr/nevsosbilen/issue/19733/211109
Yu, M. (2009). Willingness to communicate of foreign language learners in a Chinese setting. (Published Doctoral Dissertation). Florida State University, Tallahassee, Florida.
Zhang, J., Beckmann, N., & Beckmann, J. F. (2018). To talk or not to talk: A review of situational antecedents of willingness to communicate in the second language classroom. System, 72, 226-239. https://doi.org/10.1016/j.system.2018.01.003
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Published
2019-12-30
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Çetin, K., & Kılıçkaya, F. (2019). An Inquiry into Turkish Academicians’ Willingness to Communicate in English. Journal of Narrative and Language Studies, 7(13), 289–308. Retrieved from http://nalans.com/index.php/nalans/article/view/176
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